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Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls
Author(s) -
Clark Caron A. C.,
Sheffield Tiffany D.,
Wiebe Sandra A.,
Espy Kimberly A.
Publication year - 2012
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2012.01854.x
Subject(s) - numeracy , psychology , developmental psychology , socioeconomic status , competence (human resources) , longitudinal study , literacy , social psychology , pedagogy , population , demography , mathematics , sociology , statistics
Executive control ( EC ) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction.